ConnectABILITY Homepage

Community Network of Specialized Care – Collaborative Planning for Complex Individuals

Presenters: Marty Lampkin, Complex Support Coordinator and Scott Skinner, Dual Diagnosis and Justice Case Manager

Learning outcomes:

  1. Overview of the Community Network of Specialized Care, Refreshed Mandate
  2. Help you recognize the value of networking and collaboration using a multidisciplinary and multisystem approach.
  3. Plan effectively with an individual using a bio-psycho-social lens at both the individual and system
    level.
  4. Help you learn how to use the Clinical Care Planning Tool as well as other useful tools.

Associated files and templates

Physical Literacy: 
Adaptability and Accommodation

The second of a two-part series developed by the Move and Play partnership.

In the first workshop (Move and Play) we explored a number of ideas to incorporate physical literacy into daily lives, concentrating on strategies to keep children engaged in physical activities starting at a young age and embracing a lifelong physically active lifestyle.

In this workshop we will look at ideas and ways to modify instructions, expectations, equipment and the environment to ensure that all children are included in physical activities and equally inspired to participate regardless of needs. 

How We Learn to Move

It’s important to remember that children do not learn movement skills on their own; they need instruction, encouragement and someone to help show them how. Movement is learned through lots of repetition in a fun, welcoming and supportive environment. Repeat, repeat, repeat in lots of different places: inside and outside, in the rain and in the snow. This will help the child to learn how to move competently through Canada’s seasons and help the child to build self-confidence.

I can, I believe, I want

When children experience healthy active environments they gain physical competence, which builds confidence and the motivation to participate.

And to a child…this means that they have the want, the belief and the ‘I can’ attitude to try new things, make mistakes and take developmentally appropriate risks

Let’s take a closer look at sensory regulation, its link to a child’s learning and to physical literacy.

In this article we are going to highlight the 3 senses that are most impacted during physical movement. These are touch, hearing and vision.

What do we mean when we use the term sensory regulation?

It means how we take in and understand information from the senses.

A person can be sensitive to sensory information or they may be sensory seeking. If a person is sensitive, they may try to block sensory information. For example, if it’s too loud or noisy, they may cover their ears to reduce the sound. If a person is sensory seeking, they may for example, bang toys together to achieve the desired noise level in their environment.

How can you help this child? Be sensitive while calling children’s attention by avoiding whistles, loud music or other sudden loud sounds like popping balloons.

Touch

picture of child playing with slime

So now let’s take a look at the sense of touch. If a child is sensitive to touch, they may strongly dislike light or unexpected touch, or hold objects using finger tips to avoid the palm of the hand.

Some of the strategies you may want to try:

  • Exposing the child to different touches and textures slowly
  • Preparing the child for touch by approaching from the front and saying their name may lead to a less intense reaction
  • Using a variety of balls with different sizes, such as an “O” ball
  • Substituting bean bags, pillows, or scarves for balls
  • Be sure to speak to the child or the child’s caregivers to find out how best to introduce different equipment and play tools.

Alternatively, if a child is sensory seeking, they may purposely bump into objects or walls (as they may have higher pain threshold), enjoy small spaces, or lie on the floor or put their head down.

Strategies to try:

  • Crawling under a structure (such as a table, tree trunk) or through a tunnel (solid or cloth)
  • Navigating an obstacle course
  • Jumping, animal walks
  • Using heavier equipment such as pushing a weighted wagon

Hearing

picture of child covering ears

If a child is sensitive to loud noises or a particular tone they may cover their ears from certain noise or loud sounds, hum or sing to block unwanted sounds, or get easily distracted by noises

Strategies to Try:

  • children can wear headbands, headphones or earplugs
  • turn off fluorescent lights to reduce the buzzing sound produced
  • incorporate quiet versions of games, yoga or isometric activities
  • use smaller group sizes

If a child is seeking additional auditory input they may purposely drop or bang items to hear the thud, place their ears close to noisy items such as musical instruments or sound-producing toys.

Strategies to Try:

  • signal transitions through the use of low-tones such as hitting a drum
  • use different tempos to cue for different activities, such as fast clapping for running, slow drumming for hopping, ring a bell for hands on top of head to signal tidying up.

Vision

picture of child wearing sunglasses

If a child is sensitive to visual stimulation they may prefer dim lights or dull patterns, avoid eye contact, cover or close eyes, appear fearful of bright lights, or have difficulty scanning the environment for a desired object.

Strategies to try:

  • when possible, limit additional visual input such as dimming lights
  • engage in rhythmical, predictable activities such as freeze dance
  • use a smaller area for activity so the object is easier to find

Outdoor strategies can include wearing hats or sunglasses

If a child is seeking extra visual input they may miss objects when trying to grab, they might stare or become excited when they see bright flashing lights or bright colours, they might also hesitate or fear using stairs or steps.

Strategies to try:

  • incorporate bubbles, flashlights or flashing balls into the activities
  • Be mindful when setting up program areas to provide physical cues. For example use outlined or otherwise marked areas for activities. This can be as simple as the pattern on the gym floor

Heavy work

What we’ve learned in terms of techniques and strategies to address sensory regulation, is that one of the most effective methods is using what is called “heavy work.” This describes engaging in activities that provide input into the muscles and joints which results in the ability to focus and learn. All children benefit from heavy work. For children who are constantly on the move or appear fidgety, have difficulty focusing on tasks in an appropriate manner, or appear hyperactive or out of control, you can try these strategies to help them regulate:

  • pushing or pulling a weighted item, such as a wagon, backpack, bin of toys
  • animal walks – bear walks, crab walks, frog jumps, snake crawls on belly
  • yoga
  • isometric exercises
  • movement breaks throughout the activity if waiting time is too long
  • relay course
  • carrying weighted objects such as a bin of balls
  • fidget items
  • music and dancing
  • tug-o-war in a variety of positions such as kneeling or laying on their tummy
  • The more children move, the less likely you are to have issues with behaviour and the more likely the child will be willing to learn when the time comes.

Tips for Successful Inclusion

Remember to always actively include all children in the program and encourage friendships and connections between them. This benefits everyone and helps to build trust and comfort as children learn to move in their environment.

The teacher should lead by example and engage actively with the children. Children want nothing more than you to play with them at times. Show them that you can have fun and move in different ways as you move around the activity. Let’s not forget that children need to be prompted to move. Asking questions like, can you move backwards, sideways, or what about upside down, encourages children to be creative and move in different ways. Don’t forget to role model this throughout your day.

How you provide instruction is key for successful inclusion:

Remember:

  • keep instructions clear and simple, and close to 30 seconds or less
  • use cooperative games and activities,
  • use prompts (physical, visual, verbal),
  • keep your group together,
  • pair children who have extra support needs with children who have more confidence,
  • Praise the children for participation,
  • extend the child’s existing skills by challenging them to carry the next step of the game, or movement.
  • Minimize lineups and waiting
  • Keep it fun and child focused.

Equipment

Equipment plays a huge role in getting children engaged. – Use your imagination to inspire children to move differently and promote exploratory play. If you don’t have enough equipment, then try to think of another activity that can happen at the same time without equipment. This will minimize wait times and maximize engagement. Rotate your props and equipment and modify existing equipment to match the needs of all the children in your program. For example, use a Batting “T” when playing baseball and a pool noodle as a cricket bat.

Environment

The environment is everything to a child.

Effective strategies when adapting your environment include:

  • having smaller group sizes which also supports no line ups or shorter wait times,
  • Have enough props,
  • Set Up the program area prior to the children’s arrival to motivate for physical literacy,
  • reduce auditory and visual distractions

All children deserve the right to play, to be engaged and to learn. Always be mindful and open to drawing from your toolbox as the needs of children change over time and are different on different days-Be creative. Include children in your planning. What would you like to do during activity time is always a good question to ask.

As the children master the beginner levels, remember to increase the difficulty of the task to keep them challenged and engaged…laughing and smiling. But don’t be afraid to keep them challenged.

Expect that all children can participate and will be included.

What is the adult’s role in all of this? That you will join in on the fun, be an active participant and make sure that no one is left out, everyone in!

In this video we suggest ideas and ways to modify instructions, expectations, equipment and the environment so that all children can be included in activities and equally inspired to participate regardless of needs. These suggestions should in no way be a substitute for training or for your own judgement as a professional regarding appropriateness and safety.

MAP videos are intended solely for general information purposes and to supplement, not replace, proper training and supervision by qualified professionals. Content does not constitute the provision of professional advice or substitute for professional advice, diagnosis or treatment plan for any child.

York Region: Why Wait Demonstration Project

York Region Lifetime Independent Facilitation

The York Region “Why Wait” Collaborative Demonstration Project provided four innovative housing models to eight individuals identified on the DSO eligibility list. The models are individualized to suit each person’s needs and desires, yet share several components in support of long-term sustainability: Independent Facilitation, incorporated microboards, coordinated agency-based staffing supports, and shared administrative costs including for fund administration, brokerage, and QAM oversight.

Live-in Caregiver Model (Housing Model 1)

Jonathon

Jonathon has his own separate apartment in the family home basement with a separate entrance and with 24 hour live in support.

Amanda

Amanda lives in her own self-contained apartment in the family home basement and is supported by staff.

Technology Model with the right support at the right time (Housing model 2)

This model relies on technology to support the overnights, rather than a in-house staff. These three housemates share a rental accommodation and staff support during “common” times (evening meal times) and utilize PSW support for the morning care routines (Ministry of Health funded support through the LHIN). All other staff is individualized, allowing them to have ongoing access to activities of choice.

Stephanie

Julian

Right support at the right time with technology (Housing Model 3)

This individual has a very active social life and many interests in his community. He has individualized staffing for various portions of the day/evening to support his access to these activities. When in the home, the use of technology and sharing of staff support for meals has greatly reduced the cost of staff support.

Derek

Turner Syndrome

Fact Sheet

What is Turner Syndrome?

Turner Syndrome is a rare chromosomal disorder that affects females. The disorder is characterized by partial or complete loss (monosomy) of one of the X chromosomes. Turner Syndrome is highly variable and can differ dramatically from one person to another. Affected females can potentially develop a wide variety of symptoms, affecting many different organ systems. Common symptoms include short stature and premature ovarian failure, which can result in the failure to attain puberty. Most women with Turner Syndrome are infertile. A variety of additional symptoms can occur including abnormalities of the eyes and ears, skeletal malformations, heart anomalies, and kidney abnormalities. Intelligence is usually normal, but affected individuals may experience certain learning disabilities. Turner Syndrome may be diagnosed before birth or shortly after birth or during early childhood. However, in some cases, the disorder may not be diagnosed until well into adulthood, often as an incidental finding. The exact, underlying cause of Turner Syndrome is not known. Furthermore, most cases do not run in families and appear to occur randomly for no apparent reason (sporadically).

There are different types of Turner Syndrome. Classic Turner Syndrome, also known as “XO” or 45, X karyotype, occurs when the female is missing one complete X. A mosaic karyotype refers to a missing or rearranged X chromosome in some but not all cells in the body chromosome or missing only part of the second chromosome. There are different potential health issues associated with the different types of Turner Syndrome.

How is it manifested?

Appearance: Features of Turner Syndrome may include a short neck with a webbed appearance, low hairline at the back of the neck, low-set ears, hands, and feet that are swollen or puffy at birth, and soft nails that turn upward.

Stature: Girls with Turner Syndrome grow more slowly than other children. Without treatment, they tend to have short stature (around 4 feet, 8 inches) as adults.

Puberty: Most girls with Turner Syndrome do not start puberty naturally.

Reproduction: In most girls with Turner Syndrome, the ovaries are missing or do not function properly. Without the estrogen made by their ovaries, girls with Turner Syndrome will not develop breasts. More than 95% of women with Turner Syndrome cannot become pregnant without assistive technology.

Cardiovascular: Turner Syndrome can cause problems with the heart or major blood vessels. In addition, about 20% of girls and 40% of women with Turner Syndrome have high blood pressure.

Kidney: Kidney function is usually normal in Turner Syndrome, but some people with this condition have kidneys that look abnormal.

Osteoporosis: Women with Turner Syndrome often have low levels of the hormone estrogen, which can put them at risk for osteoporosis. Osteoporosis can cause height loss and bone fractures.

Diabetes: People with Turner Syndrome are at higher risk for Type 2 Diabetes.

Thyroid: Many people with Turner Syndrome have thyroid problems. The most common one is hypothyroidism, or an under-active thyroid gland.

Cognitive: People with Turner Syndrome have normal intelligence. Some, however, have problems learning mathematics and can have trouble with visual-spatial coordination (such as determining the relative positions of objects in space).

Who is affected?

Turner Syndrome affects approximately 1 female in 2,000-2,500 live births.

How is it diagnosed or detected?

The diagnosis is made by a blood test which looks at the complete set of chromosomes of the individual. This is called a karyotype. Karyotype analysis shows if one of the X chromosome pair is missing from the full chromosome set, or if there are any structural differences in the X chromosomes.

Before birth, a diagnosis of Turner Syndrome can be made by taking a sample of amniotic fluid or other fetal tissue to look at the fetal karyotype. Ultrasound is also used to screen for patterns often seen in Turner Syndrome, such as fluid buildup around the neck, and kidney or heart abnormalities.

After birth, a diagnosis of Turner Syndrome is confirmed by taking a sample of blood or other tissue to obtain a karyotype. Because there is a range of health, developmental, social, and learning challenges which might affect girls and women with Turner Syndrome to different degrees, it is important to diagnose Turner Syndrome as early as possible.

Additional Resources:

Turner Syndrome Society of Canada – www.turnersyndrome.ca
The Turner Syndrome Society of Canada, a non-profit charitable organization, was founded in 1981 by an individual with Turner Syndrome who wanted to share experiences and information. Our organization shares up-to-date medical information on Turner Syndrome to families, physicians and the public.
Telephone: (613) 321-2267
Toll-free: 1-800-465-6744

Turner Syndrome Foundation – www.turnersyndromefoundation.org
The Foundation’s advocacy efforts identify these gaps and give voice to leaders who can make a difference. The vision to improve the understanding of Turner Syndrome and to render support for women and children living with Turner Syndrome is made possible by advancing communications and inspiring relevant interest in this women’s health issue.
Toll free: 1-800-594-4585

Books and Literature:

Turner Syndrome across the Lifespan
This book is written for girls and women with Turner Syndrome and their families and it covers issues related to medical and psychosocial health.

Topics discussed include genetics, growth, puberty, infertility and advanced reproductive technology, bone health, diabetes, hearing, school and learning issues, among others. Updated health surveillance issues are outlined. The chapters are interspersed with comments and stories written by girls and women with Turner Syndrome. This book serves as a comprehensive guide for those wanting to learn more about Turner Syndrome.

A Canadian publication, this 240-page book, edited by Jill Hamilton (MD, FRCPC), and Irena Hozjan (RN, BScN, MN), is a comprehensive and up to date overview of Turner Syndrome.

This book can be ordered directly through the Turner Syndrome Society of Canada – www.turnersyndrome.ca

Standing Tall with Turner Syndrome Paperback
This compilation of 18 essays – edited by Claudette Beit Aharon is written by women of various ages who have Turner Syndrome, and share their life experiences living with this condition. There is a foreword by Lynne Levitsky MD, chief of pediatric endocrinology, Massachusetts General Hospital and an introduction by the editor. In addition there is medical information on diagnostic tools and treatments, a FAQ about the syndrome and its ramifications, and a glossary.

The content contained in this document is for general information purposes. It is not the intention to diagnose or treat a child.

Human Trafficking and Homelessness in the Developmental Services Sector

Training for direct support professionals to help creatively meet the complex needs related to community living.

This training will provide viewers with knowledge and skills to better support individuals with a developmental disability living in the Community. This series will also include an update from the DS Housing Task Force and The Bridges to Housing project.

Human Trafficking

Domestic Sex Trafficking of Youth: Trauma-Informed Prevention and Intervention.

Presented by Carly Kalish

Developmental Services Housing Task Force: Update

Presented by Bonnie Heath

Homelessness – Bridges to Housing

Connecting the Dots, Success, Challenges and Growth.

Presented by Dr. Sylvain Roy, Jo Connelly, and Dr. Radek Budin, Psychologist in Supervised Practice

Person Directed Planning – Bridges to Housing

Presented by: Petra Asfaw, Kristen Ireland, Christine Lyons, Glen Snyder and Roger Yaroshinski

Becoming an adult: Transition planning for youth with a developmental disability

Where to begin?

Use our timeline to learn more about each step of the transition to adulthood. Or if you would prefer to read the whole article you can find it here Transition Planning Milestones for Youth with Developmental Disabilities »

Youth in Transition: A Toolkit for Supporting Youth with Developmental Disabilities

Southern Network of Specialized Care
This Toolkit is for service providers who are working with youth with a developmental disability between the ages of 16 and 25 yrs who are in transition between children’s and adult services. While the Toolkit was developed to support persons with a developmental disability, many of the resources and TIP’s will be applicable to any youth transitioning to adulthood. Youth in Transition Toolkit

Transition to Adulthood Planning Toolkit: The ultimate guide to help prepare you and your child

Produced in co-operation by Niagara Catholic District school Board, Autism Ontario –Niagara Region, Mainstream – People Supporting People, Community Living Port Colborne Wainfleet, Community Living Fort Erie
This toolkit helps families plan for their child to succeed in school, at work and in life. Transition Planning Toolkit

Connections: A guide to Transition planning for parents of children with a developmental disability

by Rae Roebuck & Judy Coultes-Macleod (May 2010)
“Connections: A Guide to Transition Planning” has been developed to help you – the parents of a child with a developmental disability in Toronto and Central East Region – as your child makes the transition from school life to adulthood. Connections

Resource Guide For Students With Disabilities – Transition to Post-Secondary Education

Created by the Regional Assessment and Resource Centre (RARC). RARC provides accurate and comprehensive assessments and follow-up services to post-secondary students with Learning Disabilities, ADHD, and ASD.
What do you need to know before you head off to college or university? Learn about your rights and responsibilities, how to advocate for yourself, what financial aid is available and more.
Let us help you prepare for your transition to post-secondary education. We’ll walk you through the steps to take and how to best take advantage of the information provided on this website.
http://www.transitionresourceguide.ca/

Getting Started: Navigating the Teen to Adult Transition Years – A Resource Guide for Families

Jump Start – Lambton Kent Teen Transition Committee
Transition planning involves looking ahead and helping to plan for the future of your teen. While your teen is still in school you can help them prepare for the opportunities and experiences of being an adult.
http://www.pathwayscentre.org/sites/default/files/file_downloads/TeenTransitionGuide_E-version_0.pdf

Looking Ahead… Together

Toronto Catholic District School Board, Surrey Place Centre

After students leave school, supports and services will change. Transition planning is an ongoing process and, due to the many complexities, takes a lot of time and thought. Looking Ahead… Together

Life after high school

Play video

In this webcast we cover:

  • Accessing employment supports and resources
  • Other learning options and programs
  • Related online community resources
  • Hearing from staff, families, and partners
    Read more

DSO: Life After High school

Play video

Transitioning to adult developmental services starts with applying early to DSO. Check out our new brochure.

Safety at Home and in the Community

woman chopping vegatibles

As you are growing into adulthood, your independence is increasing and you are venturing out into the community it is always important to be aware of dangers to your life, health and safety. This page contains resources, tips and tools that can help prepare you to safeguard yourself against these dangers and respond to dangers when they happen.

Assessing skills and Reporting abuse

STEPS To Independence

Getting ready for living independently
STEPS To Independence is a guidebook that provides an opportunity for individuals with an intellectual disability to determine how prepared they are for semi-independent living. It provides a holistic tool to help someone with their goal of living independently with supports by starting the conversation, identifying current skills, determining skill areas for improvement (where more learning can happen), and next steps to focus on.

Many of these skills include the ability to remain safe. These include being able to independently and safely take your medication, to respond appropriately to an emergency, being safe while using the stove or other electrical appliance, being safe walking or taking transit within your community.

https://connectability.ca/wp-content/uploads/2014/04/STEPS-To-Independence.pdf

ReportON

ReportON is a telephone line and email address to report actual or suspected abuse or neglect of adults with a developmental disability in Ontario. https://www.mcss.gov.on.ca/en/mcss/programs/developmental/reportON/index.aspx

The Public Guardian and Trustee: Investigations

Presenter: Denise Hannivan, Investigator OPGT

The Office of the Public Guardian and Trustee (“OPGT”) delivers a unique and diverse range of services that safeguard the legal, personal and financial interests of certain private individuals and estates. Recorded at the Shared Learning Forum April 26, 2019

Teaching people with intellectual disabilities about Fire Safety

There are several things to keep in mind when teaching fire safety with people with intellectual disabilities. Resources from The National Fire Protection Association

Cell Phone Safety

A Cell phone as a Safety Device

How to use choose the right cell phone and plan, right through to purchasing and setting up the phone.

Play

Stories

Relationships, Dating and sexuality

Safety Includes Me

A six week workshop “Safety Includes Me” is a workshop that caters to women living with an intellectual disability who have experienced violence and would like to be involved in violence prevention and education work. https://connectability.ca/2010/09/28/safety-includes-me/

Dating, Sexuality & Safety – iBelong

Looking for friends is an adventure. It will mean taking risks. But there are some risks you should not take. Safety is very important. Until you get to know people well, there are some things you should do to make sure you stay safe. http://www.ibelong.ca/index.php/young-adults/safety/

Human Trafficking

Domestic Sex Trafficking of Youth: Trauma-Informed Prevention and Intervention.

Human Trafficking Resource Directory

A list of all resources available to survivors of Human Trafficking. Directory

Online Safety and Social Media

Being Safe While Using the Internet

A workshop providing tips when using the internet, including how to stay safe on the Internet, how to communicate online, using online gaming and safely using adult content on the Internet.

Play

  • Email and Online Communication Tips for communicating online (email, chat, Skype, texting etc.)
  • The Do’s and Don’ts of Staying Safe on the Internet One of the best ways to stay safe is to maintain an ongoing open dialogue about what you are doing on the internet with someone you trust.
  • Adult Content and the Internet We live in a world where movies, television, music videos and magazines not only provide us with hours of enjoyable entertainment but they can also expose us to countless images of sex and violence.
  • Online Gaming Online gaming can be a fun hobby.
  • I can be safe online was created by Community Living BC (CLBC) for adults living with developmental disabilities to learn how to be safe online. Learn more about staying safe online by watching the videos, reading the tips, checking out the blog and taking the quiz.

Social Media

Social Media Policy: Protecting Your Organization & Your Staff

Play

The Footprint Challenge by TELUS

TELUS WISE footprint challenge was created to provide tweens and teens a fun and engaging way to learn about their digital footprint and how to keep it clean. There are 3 short videos providing tips followed by a quiz: Make a good impression, Do the right thing and Keep safe. There are also 4 comic strips providing tips on respectful and safe use of the internet. The user will need to create an account and log in to use the Footprint Challenge.

Play

Related videos

Transition Planning Milestones for Youth with Developmental Disabilities

Transitioning to adulthood is a process requiring advanced planning and preparation. Some of the services and supports a child under 18 has will come to an end and new adult services may begin. Parents may need to develop new expectations, activities, supports and services for a growing adult. The person with a developmental disability will need support to identify their interests, strengths and their next steps.

Questions for the person with a developmental disability:

  • What do I want to do after high school?
  • What am I great at?
  • Where will I live?
  • Successful transitions require early planning and practice, practice, practice!

Other resources

Looking Ahead… Together: A transition planning tool for young adults with autism spectrum disorder

Grade 8 and Planning for Grade 9

Entering high school can feel like entering a whole new country. Knowing the language is important so you can make informed choices.

The choices can feel complicated. The more students and their families are part of making choices about school the more control a student has over their destination.

Things to think about before you get to Grade 9:

Questions for the person with a developmental disability:

High school programs: What are my choices?

    • What does a high school offer? Understand what choice of programs high schools offer. Some programs to ask about: Special Education Programs, Students with intellectual disabilities, Self-directed Learning, Gifted and Resource Programs.

Will I earn a diploma, what are my choices?
When making Grade 9 course selections, be sure you understand the number and type of credits required to graduate.

How will the courses a student chooses in high school affect their choices for life after high school?

Be familiar with and ask your school questions about these terms:

  • Certificate of Accomplishment (COA): The Certificate of Accomplishment is granted to students who do not fulfill the requirements of the OSSD or OSSC. It recognizes a student’s participation in a secondary school program. Students are enrolled in K courses (non-credit).
  • Ontario Secondary School Diploma (OSSD): The Ontario Secondary School Diploma is granted after fulfilling all necessary credit, literacy and community hour requirements.

Other resources

Transition to High School, a guide to help prepare your child for high school

The Summer Before Grade 9

Attend the Getting Ready for High School Orientation Day.
Keep a look out for the orientation days which high schools hold in August and the first week of September. These days are designed to help students prepare for high school. Some communities have more intensive high school preparation groups or workshops. Ask your local community agency or school staff.

Make sure travel arrangements to and from school are organized.

Become familiar with and PRACTICE high school routines and timetables.
The school will provide information regarding start/end times and basic routines. Most schools allow about 5 minutes to get to your next class. Lunch periods will be included in your timetable. Use the summer to get familiar with new routines and lunch time.

Other related content on ConnectABILITY

In Grades 9s and 10

During your son/daughter’s grade 10 year, they will be asked to choose a course “destination” or” pathway”. This choice is made knowing their interests for future work, their current performance in high school courses and their current stream.

University Preparation Courses

  • Designed to prepare students with the skills and knowledge necessary to meet the entrance requirements needed for university programs.
  • Courses are based on the theory of the subject matter, with the inclusion of some hands-on application.

College Preparation Courses

  • Designed to prepare students with the skills and knowledge necessary to meet entrance requirements for college and some apprenticeship programs.
  • Courses are based on concrete applications or subject matter with a focus on the development of critical thinking and problem-solving skills

Workplace Preparation Courses

    • Designed to prepare students with the skills and knowledge necessary for direct entry into the workplace, for admission to apprenticeship programs and other training programs offered in the community.

Promote the importance of life-long learning.

Community Participation Courses

  • Designed to prepare students for transition to community participation.
  • Promote meaningful social inclusion in the community.

Annual Transition Planning Meetings

  • Did you know you are entitled to Annual Transition Planning Meetings each year of high school with the high school?Q.
      • What is a High School Transition Planning Meeting?

    A.

      Transition Planning Meetings can begin in grade 9 and be held at least once a year through to graduation. The purpose of the meetings is to plan for life after high school.
  • Parents have the right to invite outside community agencies to assist in the planning for transitioning out of high school.
  • Some sample goals that may come from a student’s Transitioning Planning meeting may include: Complete volunteer hours, Link with employment agencies for summer employment, increase opportunities to gain independence (cooking, public transit)
  • Keep the lines of communication open! Ask your child how he/she is adjusting to high school. Remind him/ her that there are many caring adults that are available to help: Guidance Counsellors, Teachers, Child and Youth Workers, Administrators, Chaplains, Coaches, Educational Assistants, Student Success Teachers. Get connected with a Social Service Agency in your community.

The teenage student’s social life

Things to think about for the high school teen?

  • How are they coping at lunch time? Are there other places to eat lunch?
  • Are they using social media in a safe way?
  • Do they know where to go for help in the school?
  • Do they need support making friends? Many high schools have Peer Support Programs?
  • Are there school clubs that your student would enjoy?
  • Do they need help to prepare for the high school dance?
  • Are they hearing the morning announcements ?
  • Are they ready for a girlfriend or boyfriend?

Other related content on ConnectABILITY

At Age 16

If you have not already started, this is the age to get students connected to part time work, social and recreation options. People with a developmental disability or ASD need PRACTICE, PRACTICE, PRACTICE in their social lives and their work lives.

The connections they make between 16-18 may be a stepping stone to adult relationships, recreation and work after age 18.

  • Apply to the DSO
  • Making the most of your school time (Social groups etc.)
  • Friends and relationships
  • Develop Community skills

Apply to Developmental Services Ontario (DSO)

The Ontario Government has adult supports and services.
At age 16 apply for adult support and services with your local Developmental Service Ontario office https://www.dsontario.ca/

Get social!

Encourage your child to get involved. Students should listen to announcements that advertise try-outs for teams or meetings for clubs. Getting involved will allow students to make new friends and feel a part of the school community. This is a trouble zone for many people with a developmental disability. The social world can be tricky. Have a plan for finding out about school events and clubs in more than one way.

Is your child staying healthy? Are immunizations up to date? When was his/her last medical check-up? Is he/ she physically active, eating nutritious meals, getting enough sleep? Being well physically will certainly help students reach their academic potential and social potential.

Tools for Planning Ahead

There a variety of online planning tools to help families as children become teenagers and then adults.

Autism Parent Resource Kit
This kit has sections on Common Transitions, Family Transitions and Educational Transitions
http://www.children.gov.on.ca/htdocs/English/specialneeds/autism/aprk/index.aspx

The KIT: Keeping it Together is an organizational tool. It is a way to organize information for your child, and to assist you when interacting with different service systems, for example health, education, and recreation. It is useful for parents of children from birth to 21 years.

The KIT is made for youth with ASD to keep track of important information as they transition to adulthood. https://www.canchild.ca/system/tenon/assets/attachments/000/000/721/original/Youth_Kit_Online.pdf

Developing Skills for Adult Life
People with a developmental disability need opportunities to practice many things. Think of the high school years as practice years for adulthood. Here are some independent living skills teens in Grades 9 through 11 may want to practice: Cooking/Laundry/Financial Literacy/Travel training etc.

Click on these links for more Developing Skills for Adult Life resources:

18+ yrs old

    • Apply for ODSP

Getting ready for life after high school

Did you know that in Ontario a student can be in school until you are 21, but your rights change at 18.

Life after highschool:

After finishing high school there are different pathways you can choose: post–secondary education, community participation, apprenticeships (leading to employment) or employment. You could also combine some of these pathways to have varied daily experiences.

The transition from school to work, further education, and community living can be particularly challenging for many exceptional students. A successful transition is significantly increased when:

  • schools work with parents, employers, community agencies and providers of further education to develop coordinated plans and community networks
  • it is planned early
  • there are short term and long term goals set each year of high school. These goals relate to community networks, identifying necessary life skills for community living, workplace experiences

Post-secondary education

There are a number of options to continue your formal education after high school. These include full-time programs, part-time programs and adult continuing education courses often provided by your local school boards and colleges.

University/College

University
Universities provide degree programs that are theoretical in nature and these programs vary for each university. Most undergraduate programs range in cost from 6,000 dollars to 10,000 dollars per year. Books are extra. If the individual chooses to live away from home the cost increase.

WHO is university for?

  • Your son/daughter enjoys abstract concepts associated with course material and academic/ theoretical learning.
  • Your son/daughter can complete much of their own work independently.

How can you prepare for university?

  • Your son/daughter must be enrolled primarily in Academic courses in Grades 9 & 10 and University “U” or University/College “M” courses in Grades 11 & 12.

College
College programs provide an effective combination of real-life skills with quality education. Pursuing college studies is more economically feasible, approximately $3000 to $5000 per year.

WHO is college for?

  • Your son/daughter finds success in practical applied curriculum.
  • Your son/daughter enjoys smaller classes and a personal approach to instruction.

Inclusive Education Programs at Ontario Colleges
The idea of attending college can be intimidating when you have autism. Inclusive Education programs (also known as Community Integration through Co-operative Education programs ) at Ontario colleges give you the opportunity to experience college life and pursue postsecondary education, with courses tailored to meet your individual needs. You will learn the skills you need to be independent in your community and find employment in your chosen field.

Post-Secondary Education Supports

  • Autism Ontario’s web site has information on post-secondary funding, scholarships and Community Integration through Cooperative Education Programs
  • There is often post-secondary financial assistance available for those who require it. Check the Canadian government website or your local provincial website (i.e. Ontario Student Assistance Program).

Other Post-Secondary Resources

Community Participation/ Day Programs

This includes things like enjoying social, fun or spiritual activities; developing self-help skills; continuing to learn after high school: taking a course, volunteering, using public libraries or participating in activities at a community centre; volunteering or preparing for a job.
These opportunities may be available through the Community Agencies with which students are affiliated. All of the agencies are included in the DSO (Developmental Services Ontario – http://www.dsontario.ca/ )

Ontario Passport Funding

Passport is a program that helps adults 18 years or older with a developmental disability to participate in their communities. For more info

For more Community Participation Supports Resources

Apprenticeship

An apprenticeship is a practical method of learning specific work skills that combines a variety of destinations, especially work and college. There are over 150 skilled trades in Ontario that can be classified into four sectors: Construction, Industrial, Motive Power and Service. For a complete list of trades, check out: www.edu.gov.on.ca/eng/tcu or www.oyaptcdsb.com

Employment

Students who are considering going to work immediately following secondary school may decide to do so after achieving an Ontario Secondary School Diploma (OSSD) or an Ontario Secondary School Certificate (OSSC). Students who are interested in this pathway are encouraged to take part in co-operative education programs in grades 11 and/or 12. They are also encouraged to consider the Specialized High Skills Major (SHSM) program that may be offered at their school. In consultation with the Guidance Counsellor and Co-op Teacher, students can plan their pathway to work. Participation in the local Job Fairs in which students have the opportunity to meet employers and to develop job search skills is of great benefit to students who are looking for employment. This is a excellent place to register with their local employment agency.

Many people with a developmental disability with all different abilities can work and earn their own income.
Here’s how:

  • Use your special interests and strengths to help you choose your job.
  • Consider asking for help to find work and keep work

Employment resources

Employment: Resources, tools supporting successful employment and the business case for hiring a person with a disability http://connectability.ca/2016/07/05/employment/

Transitioning to Employment. This article tells us students with ASD need more help in the following areas related to employment: Social interactions with colleagues, organizational skills and sensory challenges, understanding different roles/careers , interviewing, managing anxiety, reading social cues, self-advocating , mental health and gives ideas for how schools can support employment. Transition to employment

Worktopia is a unique, federally funded national initiative designed to improve employment readiness and enhance the employment skills of youth and young adults ages 15-29 with Autism Spectrum Disorder (ASD) as they transition from high school to independent adulthood. https://worktopia.ca/

Ontario Job Opportunity Information Network (JOIN)
Ontario Job Opportunity Information Network (JOIN) offers a single point of access for job seekers, employers, and service providers. We work to match skilled candidates with specific employment positions being offered by our partners, or help refer them to service providers who will meet their needs. As well, we provide educational strategies and supports for employers to provide full inclusion and expertise on disability in the workplace. So whether you are a job seeker, employer or service provider, you have come to the right place – we can’t wait to work with you! http://joininfo.ca/

Ontario Disability Employment Network (ODEN)
The Ontario Disability Employment Network is a professional body of employment service providers united to increase employment opportunities for people who have a disability. http://odenetwork.com/

Tips for Successful Advocacy

Advocating for one’s family or one’s self happens on a daily basis. “Advocacy” can mean many things, but in general, it refers to recognizing something is not right and taking action. Another name for it could be assertiveness. Advocacy simply involves speaking and acting on behalf of yourself or others (Disability Rights Wisconsin, 2007). We may negotiate with other individuals, businesses, organizations, government agencies to be treated fairly.

Advocacy can be applied in big situations such as being discriminated against at work, being denied insurance, or being evicted from home. It can also be applied to day to day situations and relationships, such as someone cutting in front of you in line at a store or receiving poor customer service.

Successful advocates communicate their needs while understanding someone else’s perspective. Some people are naturally good at communicating their needs, while others need practice.

Some examples of good advocacy:

  • Saying no to something that makes you uncomfortable.
  • Expecting fair treatment.
  • Having your opinions heard.
  • Requesting assistance or accommodations.
  • Speaking politely but firmly.
  • Requesting explanations.

Some examples of bad advocacy:

  • Lying about something that did not happen.
  • Swearing when communicating.
  • Trying to force someone to do something they’re not comfortable doing.

Being a successful advocate involves:

Knowing your rights. There are several laws protecting your rights in Ontario and Canada. See below for a list.

  • Being clear about what you are asking for. Have an outcome in mind.
  • Staying calm and respectful.
  • Talking to others. Seek out others who have dealt with your situation before. This may mean talking to your friends, social network, family members, or contacting helpful organizations.
  • Making your case. Think about what should be included, what happened, why you think it’s wrong, how it made you feel and what you would like to see happen.
  • Practice or rehearse stating your needs and expectations.

Avoid:

  • Responding inappropriately to both your emotions and the emotions of person you are communicating with. Maintain a rational, thoughtful and calm approach.
  • Personal attacks on others.

Remember, if you don’t succeed in achieving your goals at first, you can explore different pathways that may be available, such as:

  • Appealing a decision.
  • Filing a complaint.
  • Asking to speak to someone at a higher management level or contacting head office.
  • Contacting your Member of Provincial Parliament (MPP) or Member of Parliament (MP) or city councillor.
  • Asking someone you trust to go with you as support or to help you remember what is said.
  • Taking legal measures Resources to Help with Legal and Financial Issues for Self-Advocates and Caregivers

Knowing Your Legal Rights:

Advocacy is typically based on rights. These rights may be part of an ethical moral code; and have been written into policy or law. These documents will help you understand what your legal rights are:

Bill 118 (2005) Accessibility for Ontarians with Disability Act (AODA).
An Act respecting the development, implementation and enforcement of standards relating to accessibility with respect to goods, services, facilities, employment, accommodation, buildings and all other things specified in the Act for persons with disabilities. https://www.ola.org/en/legislative-business/bills/parliament-38/session-1/bill-118

Bill 125 (2001) Ontarians with Disabilities Act (ODA)
Public sector organizations including Government ministries, municipalities, hospitals, public transportation organizations, school boards, colleges and universities are required to continue to prepare and make public annual accessibility plans, as the legal obligations under the Ontarians with Disabilities Act, 2001 remain in force until such time that the Act is repealed. https://www.ontario.ca/laws/statute/01o32

Ontario Human Rights Code: http://www.ohrc.on.ca/sites/default/files/Guide%20to%20Your%20Rights%20and%20Responsibilities%20Under%20the%20Code_2013.pdf

The Ontario Human Rights Commission has a good brochure concerning rights: http://www.ohrc.on.ca/en/disability-and-human-rights-brochure-2016

Choosing to disclose your disability:

There may be times when sharing your diagnosis will help the other party understand your point of view. You may not have to choose to tell them everything about your disability. It might be as simple as saying what barrier you are facing or accommodation you need regarding a particular situation. There are many articles that speak to the decision to inform your employer of a diagnosis. In post-secondary education, connecting with the Accessibility Services at the college or university will enable you to access supports that you will not be able to get otherwise.

If you have a long-standing relationship with a business, such as a bank or hair dresser; or it is difficult to explain what you need (e.g., added anxiety or sensory issues), you might consider sharing your diagnosis in order to be an effective advocate and get your needs met.

Another way to become a better advocate is to be prepared for situations that you frequently find yourself in. For instance, a long haul trucker on the spectrum who struggles with anxiety around authority figures prepared a card explaining his diagnosis to police and border services in case he is pulled over. Another young adult on the spectrum who struggles with the sensation of newly cut hair on his skin explains at the beginning to his hair dresser that he needs his neck to be covered by a towel and the cut hair to be blown away as soon as possible. By thinking about what their needs are and what information the other person needs, these individuals increased the possibility of having their needs understood and accommodated.

More Information About Being a Successful Advocate:

http://www.brainline.org/downloads/PDFs/Advocacy%20Tool%20Kit_2007.pdf Excellent tool kit created by Disability Rights Wisconsin but is Wisconsin/USA specific in its laws and references.

http://www.disabilityrightswa.org/advocacy-news/successful-advocacy-has-common-characteristics-many-approaches What is advocacy by Disability Rights Washington

https://www.mha-em.org/im-looking-for/those-living-with-mental-illness/effectively-advocating-for-yourself/278-steps-to-being-a-self-advocate Great step by step plans for advocating. Mental Health Association of Eastern Missouri

https://www.autismspeaks.org/tool-kit-excerpt/basic-advocacy-skills-step-step Tips on self-advocacy with examples by Autism Speaks.

Provincial legal organization that specializes in law as it relates to Ontarians with disabilities. Has some good resources regarding disability and the law: http://www.archdisabilitylaw.ca/

Developing Advocacy Skills in Youth and Adults with ASD

http://autismasperger.net/writings_self_advocacy.htm article by Stephen Shore describing pathway from involving students in own IEP to being able to self-advocate as adults
Teaching self-advocacy to students. Lots of good info for this piece

https://www.canlearnsociety.ca/resources/adhd-ld-resources/teaching-tools-for-ld-adhd/self-advocacy/ Teaching self-advocacy to middle school and high school students with learning disabilities from the CanLEARN Society. Includes worksheets.

Worksheets/Toolkits on Advocacy

http://www.nationalmssociety.org/NationalMSSociety/media/MSNationalFiles/Brochures/Paper-Self-Advocacy-Worksheet.pdf Worksheets on self-advocacy, applicable to many situations.
http://mentalhealthrecovery.com/info-center/how-to-self-advocate/

Educational Advocacy

Resources from Autism Ontario for families and caregivers on school related issues: http://www.autismontario.com/client/aso/ao.nsf/web/Education+Advocacy+Resources?OpenDocument

Books
https://www.amazon.ca/gp/product/1931282587/ref=ox_sc_act_title_1?smid=A1DT36E5O0B045&psc=1 Edited by Stephen Shore this book helps people with autism to effectively self-advocate in their pursuit of independent, productive, and fulfilling lives. This book speaks about the twin issues of self-advocacy and disclosure for people with autism.

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